<!doctype html>
<html>
  <head>
  <script src="https://use.fontawesome.com/baff6f55f5.js"></script>
    <meta charset="utf-8">
    <meta http-equiv="X-UA-Compatible" content="chrome=1">
    <title>Hui Chong by AdeBC</title>

    <link rel="stylesheet" href="stylesheets/styles.css">
    <link rel="stylesheet" href="stylesheets/github-light.css">
    <meta name="viewport" content="width=device-width, initial-scale=1, user-scalable=no">
    <!--[if lt IE 9]>
    <script src="//html5shiv.googlecode.com/svn/trunk/html5.js"></script>
    <![endif]-->

    <script>
      (function(i,s,o,g,r,a,m){i['GoogleAnalyticsObject']=r;i[r]=i[r]||function(){
      (i[r].q=i[r].q||[]).push(arguments)},i[r].l=1*new Date();a=s.createElement(o),
      m=s.getElementsByTagName(o)[0];a.async=1;a.src=g;m.parentNode.insertBefore(a,m)
      })(window,document,'script','https://www.google-analytics.com/analytics.js','ga');
      ga('create', 'UA-29643011-3', 'auto');
      ga('send', 'pageview');
    </script>

    <!-- For all browsers -->
    <link rel="stylesheet" href="assets/css/academicons.min.css"/>
    <link rel="stylesheet" href="assets/css/academicons.css"/>
    
    <style>
      button.accordion {
      font:14px/1.5 Lato, "Helvetica Neue", Helvetica, Arial, sans-serif;
      cursor: pointer;
      padding: 0px;
      border: none;
      text-align: left;
      outline: none;
      font-size: 100%;
      transition: 0.3s;
      background-color: #f8f8f8;
      }
      button.accordion.active, button.accordion:hover {
      background-color: #f8f8f8;
      }
      button.accordion:after {
      content: " [+] ";
      font-size: 90%;
      color:#777;
      float: left;
      margin-left: 1px;
      }

      button.accordion.active:after {
      content: " [\2212] ";
      }
      div.panel {
      padding: 0 20px;
      margin-top: 5px;
      display: none;
      background-color: white;
      font-size: 100%;
      }
      div.panel.show {
      display: block !important;
      }
    </style>
  </head>
  <body>
    <div class="wrapper">
      <header>
        <h1>Hui Chong</h1>
        <p>Research Assistant of Bioinformatics<br>Huazhong University of Science and Technology</p>
        <!--<p>Research Affiliate<br><a href="http://legacy.iza.org/en/webcontent/personnel/photos/index_html?key=24155">Institute for the Study of Labor (IZA)</a></p>-->
        <h3><p class="view"><a href="index.html">Home</a></p></h3>
        <h3><p class="view"><a href="research.html">Research</a></p></h3>
        <h3><p class="view"><a href="research/Resume.pdf">Resume</a></p></h3>  
        <h3><p class="view"><a href="mooc.html">Mooc</a></p></h3>
        <h3><p class="view"><a href="https://www.cnblogs.com/AdeBC/", target="_blank">Blog</a></p></h3>
        <h3><p class="view"><a href="code.html">Code</a></p></h3> 
        <!--<h3><p class="view"><a href="https://AdeBC.github.io/teaching.html">Teaching</a></p></h3> -->
        <h3><p class="view"><a href="personal.html">Personal</a></p></h3>


    <p class="view"><b>Social</b><br>
        <a href="mailto:ch37915405887@gmail.com" class="author-social" target="_blank"><i class="fa fa-fw fa-envelope-square"></i> Email</a><br>
        <!--<a href="https://scholar.google.com/citations?user=eohlTTcAAAAJ&hl=en" target="_blank"><i class="ai ai-fw ai-google-scholar-square"></i> Scholar</a><br>-->
        <!--<a href="https://orcid.org/0000-0002-6910-0363"><i class="ai ai-fw ai-orcid-square"></i> ORCID</a><br>-->
        <!--<a href="http://ideas.repec.org/f/pra541.html"><i class="fa fa-fw fa-share-alt-square"></i> RePEc</a><br>-->
        <a href="https://github.com/AdeBC", target="_blank"><i class="fa fa-fw fa-github-square"></i> GitHub</a><br>
        <a href="https://gitee.com/AdeBC", target="_blank"><i class="fa fa-fw fa-share-alt-square"></i> Gitee</a><br>
        <!--<a href="http://twitter.com/AdeBC" class="author-social" target="_blank"><i class="fa fa-fw fa-twitter-square"></i> Twitter</a><br>-->
        <a href="https://www.linkedin.com/in/hui-chong-b23761180/" class="author-social" target="_blank"><i class="fa fa-fw fa-linkedin-square"></i> LinkedIn</a><br>

    <p><b>Contact:</b><br> Room 318, Building D, No. 309, Meijiabang<br> Road, Zhongshan Street, Songjiang<br> District, Shanghai, 201613.<br> [During the <a href="https://www.who.int/emergencies/diseases/novel-coronavirus-2019", target="_blank">COVID-19</a> Outbreak] </p>
      </header>
      <section>

    <h2><a id="published-papers-updated" class="anchor" href="#publications" aria-hidden="true"><span class="octicon octicon-link"></span></a>Published &amp; Forthcoming Papers</h2>
    <!--
    <p style="margin:0;" }><p > <a style="margin:0; font-size:100%; font-weight:bold" href="https://tyleransom.github.io/research/IA90.pdf">Do Foreigners Crowd Natives out of STEM Degrees and Occupations? Evidence from the U.S. Immigration Act of 1990</a> <br> with <a href="https://sites.google.com/site/johnvwinters/">John V. Winters</a>. <br> <i>ILR Review</i>, Forthcoming. <br> <a href="https://github.com/tyleransom/ILRR_IA90/releases/tag/1.0">Code for replication (data available from journal website)</a><a href="https://zenodo.org/badge/latestdoi/183509968"><img src="https://zenodo.org/badge/183509968.svg" alt="DOI"></a> <br> <a href="https://tyleransom.github.io/research/IA90.pdf">Working paper version</a> (January 9, 2019) <br> Originally released as <a href="http://ftp.iza.org/dp9920.pdf">IZA Discussion Paper No. 9920</a> <br><button class="accordion">
      Abstract
    </button>
    </p>
    <div class="panel" style="background-color: #F1F1F1; color: #666; padding: 10px;"> This paper examines effects of the U.S. Immigration Act of 1990 on STEM (science, technology, engineering, and mathematics) education and labor market outcomes for nativeborn Americans. The Act increased the inflow and stock of foreign STEM workers in the U.S., potentially altering the relative desirability of STEM fields for natives. The authors examine effects of the policy on STEM degree completion, STEM occupational choice, and employment rates separately for black and white men and women. The novel identification strategy measures exposure to foreign STEM workers of age-18 native cohorts immediately before and after the policy change via geographic dispersion of foreign-born STEM workers in 1980, which predicts subsequent foreign STEM flows. The Act affected natives in three ways: (1) black male students moved away from STEM majors; (2) white male STEM graduates moved away from STEM occupations; and (3) white female STEM graduates moved out of the workforce.  </div></p>

    <p style="margin:0;" }><p > <a style="margin:0; font-size:100%; font-weight:bold" href="https://doi.org/10.1016/j.econedurev.2019.02.003">Has the College Wage Premium Continued to Rise? Evidence from Multiple U.S. Surveys</a>  (with <a href="https://bschool.pepperdine.edu/about/people/faculty/jared-ashworth-professor-of-economics/">Jared Ashworth</a>) <br> <i>Economics of Education Review</i>, 2019, 69 (1): 149&ndash;154. <br> <a href="https://tyleransom.github.io/research/Ashworth_Ransom_2019_EcEdRev.pdf">Published PDF</a> <br> <a href="https://github.com/tyleransom/EER_CWP/releases/tag/1.0">Data &amp; code for replication</a><a href="https://zenodo.org/badge/latestdoi/171865021"><img src="https://zenodo.org/badge/171865021.svg" alt="DOI"></a> <br> <a href="https://tyleransom.github.io/research/CWPcohortsSurveys.pdf">Working paper version</a> <br> <a href="https://tyleransom.github.io/research/CWPcohortsSurveysAppendix.pdf">Online Appendix</a> <br> Originally released as <a href="http://ftp.iza.org/dp11657.pdf">IZA Discussion Paper No. 11657</a> <br><button class="accordion">
      Abstract
    </button>
    </p>
    <div class="panel" style="background-color: #F1F1F1; color: #666; padding: 10px;">This paper examines trends in the college wage premium (CWP) by birth cohort across the five major household surveys in the United States: the Census/ACS, CPS, NLSY, PSID, and SIPP. We document a general flattening in the CWP for birth cohorts 1970 and onward in each survey and even a decline for birth cohorts 1980&ndash;1984 in the NLSY. We discuss potential reasons for this finding and show that the empirical discrepancy is not a function of differences in composition across surveys. Our results provide crucial context for the vast economic literatures that use these surveys to answer important policy questions about intertemporal changes in the returns to skill. </div></p>

    <p style="margin:0;" }><p > <a style="margin:0; font-size:100%; font-weight:bold" href="https://doi.org/10.1016/j.econedurev.2018.04.002">Do High School Sports Build or Reveal Character? Bounding Causal Estimates of Sports Participation</a></b> (with <a href="https://economics.byu.edu/Pages/Faculty%20Pages/Michael-R.-Ransom.aspx">Michael R Ransom</a>) <br> <i>Economics of Education Review</i>, 2018, 64 (1), 75&ndash;89. <br> <a href="https://tyleransom.github.io/research/Ransom_Ransom_2018_EcEdRev.pdf">Published PDF</a> <br> <a href="https://github.com/tyleransom/HS-sports-effects/releases/tag/1.0">Data &amp; code for replication</a><a href="https://zenodo.org/badge/latestdoi/128260710"><img src="https://zenodo.org/badge/128260710.svg" alt="DOI"></a> <br> <a href="https://tyleransom.github.io/research/HSathleticsEffects.pdf">Working paper version</a> <br> Originally released as <a href="http://ftp.iza.org/dp11110.pdf">IZA Discussion Paper No. 11110</a> <br> Media coverage at <a href="http://marginalrevolution.com/marginalrevolution/2017/12/high-school-sports-build-reveal-character.html"><i>Marginal Revolution</i></a> and  <a href="http://lrnmedia.com/participation-high-school-sports-predict-long-term-outcomes/"><i>LRN Media</i></a> <br><button class="accordion">
      Abstract
    </button>
    </p>
    <div class="panel" style="background-color: #F1F1F1; color: #666; padding: 10px;"> We examine the extent to which participation in high school athletics has beneficial effects on future education, labor market, and health outcomes. Due to the absence of plausible instruments in observational data, we use recently developed methods that relate selection on observables with selection on unobservables to estimate bounds on the causal effect of athletics participation. We analyze these effects in the US separately for men and women using three different nationally representative longitudinal data sets that each link high school athletics participation with later-life outcomes. We do not find consistent evidence of individual benefits reported in many previous studies—once we have accounted for selection, high school athletes are no more likely to attend college, earn higher wages, or participate in the labor force. However, we do find that men (but not women) who participated in high school athletics are more likely to exercise regularly as adults. Nevertheless, athletes are no less likely to be obese. </div></p>
    -->
    <hr>

    <h2><a id="works-in-progress" class="anchor" href="#workinprogress" aria-hidden="true"><span class="octicon octicon-link"></span></a>Works in Progress</h2>
    <!--
    <p style="margin:0;" }><p > <b>How Substitutable are Native- and Foreign-born Workers? Wage Effects from STEM In-flow</b> <br> with <a href="https://sites.google.com/site/johnvwinters/">John V. Winters</a>. <br> <button class="accordion">
      Abstract
    </button>
    </p>
    <div class="panel" style="background-color: #F1F1F1; color: #666; padding: 10px;"> We study heterogeneity in the effect of immigrant labor supply on native wages in the United States using quasi-experimental variation induced by the Immigration Act of 1990. The Act quickly and substantially increased the number of immigrant workers in STEM occupations. Using CPS data, we find short-run policy effects of reduced wages for more substitutable workers but increased wages for more complementary workers. We analyze long-term effects of the policy using administrative earnings data and find smaller long-run effects. </div></p>
    

    <p style="margin:0;" }><p > <b>Beating the Heat: Temperature and Spatial Reallocation over the Long Run</b> <br> with <a href="https://www.christosmakridis.com/">Christos Makridis</a>. <br> <button class="accordion">
      Abstract
    </button>
    </p>
    <div class="panel" style="background-color: #F1F1F1; color: #666; padding: 10px;"> Does temperature affect real economic activity? Using the annual Current Population Survey between 1963 and 2015, we show that there is no association between temperature and earnings, hours, or output after controlling for time-invariant spatial heterogeneity and time-varying demographic factors. These results are robust to five separate sources of micro-data, different sampling horizons, functional forms, spatial measures of temperature, and subsets of the data. This paper studies the relationship between temperature and productivity across space and time. Motivated by these null results, we develop a spatial equilibrium model where temperature can affect not only firm productivity, but also individual locational choice. After calibrating the model, we use it to disentangle the role of reallocation versus actual productivity losses in the U.S. economy between 1980 and 2015. Nearly all of the variation is driven by reallocation. We subsequently use the model to evaluate a counterfactual climate scenario and recover a new spatial equilibrium for the U.S. economy by 2050. </div></p>

    <p style="margin:0;" }><p > <b>Language Environment at Home and Academic Achievement During Early Childhood</b> <br> with <a href="http://www.jgjiagao.com/">Jia Gao</a> and <a href="http://www.lewangecon.com/">Le Wang</a>. <br> <button class="accordion">
      Abstract
    </button>
    </p>
    <div class="panel" style="background-color: #F1F1F1; color: #666; padding: 10px;"> This paper examines the impact of a heretofore relatively unexplored input in the educational process&mdash;language environment at home&mdash;on student academic achievement during early childhood. Using the confidential data from Early Childhood Longitudinal Study-Kindergarten Class (1998-99), we are able to exploit cross-sectional geographic variation in local language environment, augmented with the recently developed instrumental variable strategy in Lewbel (2012), to identify the causal effect. We reach several conclusions. First, we find that in the third grade, speaking a language other than English at home has a statistically significant, negative effect on reading test scores, but the effect does not exist for math test scores. Second, the pattern persists through the fifth grade. However, the negative effect on reading test scores appears to be a result of the initial gap in the third grade because we do not find the language environment at home has any effects on the growth rates in the test scores, regardless of subjects. Third, the pattern in the effects of language environment remains unchanged whether the foreign language is Spanish or not. Finally, we find that the pattern differs across gender. The language environment appears to have a negative effect on both reading and math scores among girls, while it has an effect only on reading scores among boys.</div></p>

    <p style="margin:0;" }><p > <b>The Spatial Distribution of College Majors</b> <br> with <a href="https://www.linkedin.com/in/joel-p-t-mcguire/">Joel McGuire</a>. <br> <button class="accordion">
      Abstract
    </button>
    </p>
    <div class="panel" style="background-color: #F1F1F1; color: #666; padding: 10px;"> This paper examines location as an outcome of college major choice. We document substantial differences in the spatial availability of college majors. These differences explain much of the cross-major variation in unemployment and migration, but not earnings. Using a natural experiment, we show that migration differences across majors appear to be driven by labor demand and not labor supply.</div></p>

    <p style="margin:0;" }><p > <b>Minorities in STEM: The Role of Ability Revelation</b> <br> with <a href="http://www.nickchk.com/">Nick Huntington-Klein</a>. <br> <button class="accordion">
      Abstract
    </button>
    </p>
    <div class="panel" style="background-color: #F1F1F1; color: #666; padding: 10px;"> Coming soon.</div></p>

    <p style="margin:0;" }><p > <b>Machine Learning for Sample Selection Models: A First Report</b> <br> with Owen McDevitt and <a href="http://www.lewangecon.com/">Le Wang</a>. <br> <button class="accordion">
      Abstract
    </button>
    </p>
    
    <div class="panel" style="background-color: #F1F1F1; color: #666; padding: 10px;"> Coming soon.</div></p>
    -->    
  </section>
      
      <footer>
        <p><small>Hosted on GitHub Pages &mdash; Theme by <a href="https://github.com/orderedlist">orderedlist</a></small></p>
      </footer>
    </div>
    <script src="javascripts/scale.fix.js"></script>
    <script> 
    var acc = document.getElementsByClassName("accordion");
    var i;

    for (i = 0; i < acc.length; i++) {
        acc[i].onclick = function(){
            this.classList.toggle("active");
            this.parentNode.nextElementSibling.classList.toggle("show");
      }
    }
    </script>
  </body>
</html>
